Timothy A. Cavell
Timothy A. Cavell
Professor, Psychology, University of Arkansas
Verified email at uark.edu - Homepage
Cited by
Cited by
Further support for the developmental significance of the quality of the teacher–student relationship
JN Hughes, TA Cavell, V Willson
Journal of school psychology 39 (4), 289-301, 2001
Teacher–student relationships as compensatory resources for aggressive children
BT Meehan, JN Hughes, TA Cavell
Child development 74 (4), 1145-1157, 2003
Influence of the teacher-student relationship in childhood conduct problems: A prospective study
JN Hughes, TA Cavell
Journal of clinical child psychology 28 (2), 173-184, 1999
Social adjustment, social performance, and social skills: A tri-component model of social competence
TA Cavell
Journal of clinical child psychology 19 (2), 111-122, 1990
The role of relational aggression in identifying aggressive boys and girls
C Henington, JN Hughes, TA Cavell, B Thompson
Journal of School Psychology 36 (4), 457-477, 1998
A positive view of self: Risk or protection for aggressive children?
JN Hughes, TA Cavell, PB GROSSMAN
Development and psychopathology 9 (1), 75-94, 1997
Callous/unemotional traits moderate the relation between ineffective parenting and child externalizing problems: A partial replication and extension
M Oxford, TA Cavell, JN Hughes
Journal of Clinical Child and Adolescent Psychology 32 (4), 577-585, 2003
Church on Sunday, work on Monday: The challenge of fusing Christian values with business life
LL Nash, S McLennan, KH Blanchard
Jossey-Bass, 2001
Staying with initial answers on objective tests: Is it a myth?
LT Benjamin Jr, TA Cavell, WR Shallenberger III
Teaching of Psychology 11 (3), 133-141, 1984
Working with parents of aggressive children: A practitioner's guide.
TA Cavell
American Psychological Association, 2000
Gender, ethnicity, development, and risk: Mentoring and the consideration of individual differences
N Darling, GA Bogat, TA Cavell, SE Murphy, B Sánchez
Journal of Community Psychology 34 (6), 765-780, 2006
Secondary prevention as context for assessing change processes in aggressive children
TA Cavell, JN Hughes
Journal of School Psychology 38 (3), 199-235, 2000
Introduction to critical readings: Media and gender
C Carter, L Steiner
Critical readings: Media and gender 1, 1-10, 2004
Does integrated behavioral health care reduce mental health disparities for Latinos? Initial findings.
AJ Bridges, AR Andrews III, BT Villalobos, FA Pastrana, TA Cavell, ...
Journal of Latina/o Psychology 2 (1), 37, 2014
Relationship quality and the mentoring of aggressive, high-risk children
TA Cavell, LC Elledge, KT Malcolm, MA Faith, JN Hughes
Journal of Clinical Child & Adolescent Psychology 38 (2), 185-198, 2009
Adverse School Context Moderates the Outcomes of Selective Interventions for Aggressive Children.
JN Hughes, TA Cavell, BT Meehan, D Zhang, C Collie
Journal of Consulting and Clinical Psychology 73 (4), 731, 2005
The self‐systems of aggressive children: A cluster‐analytic investigation
JF Edens, TA Cavell, JN Hughes
Journal of Child Psychology and Psychiatry 40 (3), 441-453, 1999
Assessment innovation and student experience: A new assessment challenge and call for a multi-perspective approach to assessment research
S Bevitt
Assessment & Evaluation in Higher Education 40 (1), 103-119, 2015
Social cognitive differences between aggressive–rejected and aggressive–nonrejected children
JS Yoon, JN Hughes, TA Cavell, B Thompson
Journal of school psychology 38 (6), 551-570, 2000
School-based mentoring as selective prevention for bullied children: A preliminary test
LC Elledge, TA Cavell, NT Ogle, RA Newgent
The Journal of Primary Prevention 31 (3), 171-187, 2010
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